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Yeping Li, Rongjin Huang (2013)
How Chinese Teach Mathematics and Improve Teaching
Xiangming Chen (2017)
Theorizing Chinese lesson study from a cultural perspectiveInternational Journal for Lesson and Learning Studies, 6
M. Bussi, F. Martignone (2013)
Cultural Issues in the communication of research on mathematics educationfor the learning of mathematics, 33
Modern Language Quarterly, 73
E. Simmons (2021)
Rethinking Comparison
Maria Mellone, Alessandro Ramploud, Benedetto Paola, F. Martignone (2018)
Cultural transposition: Italian didactic experiences inspired by Chinese and Russian perspectives on whole number arithmeticZDM, 51
M. Bussi, C. Bertolini, Alessandro Ramploud, X. Sun (2017)
Cultural transposition of Chinese lesson study to Italy: An exploratory study on fractions in a fourth-grade classroomInternational Journal for Lesson and Learning Studies, 6
Carola Manolino (2020)
The Semiosphere lens to look at Lesson Study practices in their cultural context a case study.
Alessandro Ramploud, Silvia Funghi, M. Bartolini (2022)
Chinese lesson study: critical aspects of transfer from China to ItalyInternational Journal for Lesson & Learning Studies
Rongjin Huang, Yanping Fang, Xiangming Chen (2017)
Chinese lesson study: a deliberate practice, a research methodology, and an improvement scienceInternational Journal for Lesson and Learning Studies, 6
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The aim of this paper is to describe teachers’ professional development in Lesson Study (LS) as processes situated in Semiosphere and generated by the unevenness due to different cultural traditions. The authors characterise teachers’ professional development in two LS experiments as processes generating new knowledge to point out their products, i.e. new professional frame teachers produce after these experiments. The authors use Hybridization, a particular form of Networking of Theories (NWT).Design/methodology/approachThe authors collected video-registration of several Italian LS meetings. The authors analyse two LSs, where time emerged as a conflictual aspect. Through Hybridization components, the authors show how teachers make sense of LS and how teachers revise their professional frame.Theoretical frameworkIn NWT different theories are deployed to study the same problem. To grasp the issue of unevenness in our LS, we use Hybridization of a Theory, a form of NWT characterised by a structural asymmetry. It is given when a construct c is introduced coherently, operatively and productively into a theory T, obtaining a hybridized theory T'.FindingsHybridization lens allows to describe potentialities and limits of LS as a tool for teachers’ development. The two analysed LS are different: in one of them Hybridization process produced a new theory T', whilst in the second one it was limited to the awareness of a gap between LS and initial teachers’ professional frame.Practical implicationsIdentifying links between different Hybridization components is a helpful tool for teacher educators/researchers to foster the shift from one another. For instance, through this tool, teacher educators could keep track of what happens in successive LS and mirror the dialogue between teachers, moving towards group-shared metareflections. This initiates the advancement of a new theory T', where asymmetries are interpreted.Originality/valueIn this approach teachers are protagonists of the construction of a new professional frame. LS is a tool for teachers’ professional development, allowing teachers to question their own educational intentionalities. Hybridization components provide a tool to analyse such a process.
International Journal for Lesson and Learning Studies – Emerald Publishing
Published: Nov 3, 2022
Keywords: Chinese Lesson Study; Semiosphere; Hybridization; Time; Cultural Transposition
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